Download - 2004 Science Mark Scheme

8/14/2019 2004 Science Mark Scheme

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Science tests

Mark schemes

Tests A and B, levels 3 5

2

004

ScKEY STAGE

2LEVELS

35

2004


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First published in 2004

Qualifications and Curriculum Authority 2004

Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is

prohibited without prior written permission of the publisher, unless within the terms of licences issued

by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private

study, criticism or review, or by educational institutions solely for educational purposes, withoutpermission, provided full acknowledgement is given.

Produced in Great Britain by the Qualifications and Curriculum Authority under the authority and

superintendence of the Controller of Her Majestys Stationery Office and Queens Printer of Acts

of Parliament.

The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the Charities

Act 1993.

Qualifications and Curriculum Authority

83 PiccadillyLondon

W1J 8QA

www.qca.org.uk/


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Marking the science tests

As in 2003, external markers, employed by the external marking agencies under contract to QCA, will

mark the test papers. The markers will follow the mark schemes in this booklet, which is supplied to

teachers for information.

This booklet contains the mark schemes for the levels 35 tests A and B. Level threshold tables will be

posted on the QCA website (www.qca.org.uk/) on Monday 21 June.

General guidance

The structure of the mark schemes

The marking information for each question is set out in the form of tables. The question column on

the left-hand side of each table provides a quick reference to the question number and question part.

The requirements column may include four types of information:

a general statement describing what is required for the award of the mark;

examples of specific creditworthy responses showing correct science;

examples of allowable creditworthy responses, showing correct science which may not be as

clearly expressed;

examples of creditworthy responses beyond the key stage 2 programme of study.

The mark column gives the number of marks available for each question part.

The additional guidance column may include different types of information:

specific responses which are not creditworthy either because information from the question hasbeen rephrased, or because the responses imply incorrect scientific knowledge;

answers which are insufficient in themselves to gain credit, but are not incorrect

science, and would therefore not lose credit if used with a correct response.

Where two marks are available for a question which describes the relationship between two

continuous variables, the following will apply:

two marks will be awarded for a creditworthy general comparison of the variables in question,

eg the bigger the grains, the longer the sugar takes to dissolve;

one mark will be awarded for a pair of creditworthy specific comparisons, eg big grains dissolve

slowly and small grains dissolve fast;

one mark will be awarded for a single creditworthy comparison, eg the biggestgrains dissolve most

slowly.

Applying the mark schemes

The mark schemes give scientifically correct answers to each question as well as providing guidance

on, and examples of, other answers which are allowable. In cases of alternative wording or where an

answer is drawn rather than written, external markers will exercise their professional judgement.

1


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The child gives two or more

responses to a particular

question part.

The child has not used ticks

to indicate the correct

response in a multiple-choice

question.

The child ticks more than the

required number of boxes.

In a planning question, no

answer is given in the expected

place but the correct answer

is given in the drafting box.

The child misspells a word.

a) If a child qualifies a scientifically correct answer with a scientifically incorrect

statement, no mark will be awarded for that question part.

b) If a child qualifies a scientifically correct answer with an incorrect statement

which is not relevant to the context of the question, the latter response is

regarded as neutral and the mark will be awarded.

Any unambiguous positive indication of the correct answer will be accepted. Ticks

take precedence over any other form of response. Therefore, when ticks and any

other sort of response are given together, the boxes with ticks will be assumed to be

the childs response. If the correct boxes are left blank, no marks will be awarded.

One mark will be deducted for each incorrect answer.

Negative marks will not be awarded.

Where a child has shown understanding of the question, the mark(s) will be given.

a) If it is clear that the child has made a simple error, eg tow for two or son for

sun, then the incorrect spelling will be accepted and the mark awarded.

b) If a child misspells a word copied from the text of the question or from a

selection given, and the new word does not have any inappropriate meaning,

the incorrect spelling will be accepted and the mark awarded.

c) If specific scientific vocabulary is required in the answer, a creditworthy

misspelling must be a phonetic equivalent of the required word, with the major

phonemes of the correct word represented in the answer.

What if...? Marking procedure

Recording marks awarded

In the grey margin, alongside each question part, there is a mark box for each

question part. Depending on the type of response made to each part of each question

by the child, the external marker will put one of the following into each box:

1 for an acceptable/allowable response;

0 for an incorrect response;

if no response is made.

The number of marks gained on each double page will be written in the box at the

bottom of the right-hand page. The total number of marks gained on each paper will

be recorded on the front of the test paper, and on the marksheet.

Each paper has the following number of marks available:

Test A has 40;

Test B has 40.

The 2004 key stage 2 science tests and mark schemes were developed by the

National Foundation for Educational Research (NFER) and the Centre for Research

into Primary Science and Technology (CRIPSAT) on behalf of QCA.

2

In order to ensure consistency of marking, the most frequent queries are listed below,with the action the marker will take.


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Additional guidanceQuestion Requirements Mark

Test A question 1: Food and health

Award ONE mark for:

Award ONE mark for all threeresponses correct [in the given order]:

1a

2/2b

1b

2/2b,h

1m

1m

When applying this mark scheme, please also refer to the General guidance given on pages 1 and 2.

3

true

eating foods fromdifferent food groups

A balanced diet will helpmy bones grow strong.

true

false

A balanced diet gives meall the nutrients I need.

A balanced diet means I do notneed to exercise to stay healthy.


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Test A question 2: Guitar

Award ONE mark for indicating thatthe string vibrates to make a sound: it vibrates; it is vibrating.

Allow:a description of vibration: it moves up and down quickly.

Award ONE mark for a response thatindicates the loudness of the soundgets quieter: it gets quieter; the volume decreases;

the louder the sound, the closershe is;

it/the sound gets softer.Allow:

(when Julia is far away) the soundis quiet;

the sound is harder to hear.

Award ONE mark for naming oneof the following: wall/stone/brick/concrete; glass/window; door/wood.

Allow: eardrum; floor.

2a

4/3e

2b

4/3f

2c

4/3g

1m

1m

1m

Do notgive credit for an insufficientresponse describing the guitar

vibrating: the guitar vibrates.

Do notgive credit for an insufficientresponse: it moves/twangs/wobbles.

Do notgive credit for an insufficientresponse that describes the pitchgetting lower: the sound/it gets lower.

Do notgive credit for an insufficientresponse: air [given]; solid/gas.


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Test A question 3: Hardness of rocks

Award ONE mark for: talc.

Award ONE mark for a responseindicating that granite was the onlyrock not to be scratched by theobjects: none of the objects were able

to scratch granite, but some couldscratch the other rocks;

all the other rocks were scratchedby at least one object;

fewer objects/tools could scratch

granite than the others.Allow:

an absolute response that does notdescribe whether the other rocks werescratched: no object could scratch granite; it could not be scratched.

Award ONE mark for all the rockswritten in the correct place:

Award ONE mark for:

Award ONE mark for identifying thatgranite feels rough and is notpermeable: granite is rough/not smooth; and

granite is not permeable/watercannot pass through granite.

3a

1/2j

3b

1/2i3/1d

3c

3/1a1/2i

3d

1/2d

3e

3/1d1/2j

1m

1m

1m

1m

1m

Do notgive credit for an insufficientresponse that does not interpret thetable: it only has crosses, where the

other rocks have at least one tick.

Do notgive credit for a response thatincludes incorrect science: water can pass through granite.

Do notgive credit for an insufficientresponse describing the results of thescratch test: granite is hard to scratch.


5

talc sandstone marble granite

It was difficult toscratch each rockwith the same force.


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Test A question 4: Sorting animals

Award ONE mark for both correctboxes ticked:

Award TWO marks for placing allfour animals in the table correctly:

If you are unable to award two marks,award ONE mark for a response thatcorrectly places two or three animals.

Award ONE mark for all threequestions correctly classified:

Award ONE mark for:

4a

2/4b

4b

2/4b1/2h

4c

2/4a

4d

2/4c

1m

2m

1m

1m

1m

Do notgive credit for an insufficientresponse naming other animals clearlynot given in the question.

Do notgive credit for an insufficientresponse where bird is given in place

of sparrowhawk.


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to compare the manytypes of animal

They both havefur or hair.

They both havefour legs.

21 3

21 3

21 3Does it have a long neck?

Does it have horns?

Does it have antennae?

The questiongoes in box...Question

Has

feathersDoes not

have feathers

Can fly

Cannot

flyOstrich[given]

Sparrowhawk Butterfly

Cow

Camel

(in any order)

or


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Test A question 5: Threads

Award ONE mark for an awareness ofspecific danger: they could fall over (and hurt

themselves); the forcemeter might spring back

and hurt them; the thread could hit them in the

eye; the forcemeter might break and

hurt someone.Allow:

they should be careful not to fallover.

Award ONE mark for recognition ofthe difficulty of taking accuratereadings from the forcemeter at thepoint when the thread breaks: the forcemeter reading when the

thread breaks will be difficult toread;

when the thread breaks theforcemeter will spring back;

the reading will go back to zero; you need to be quick to read the

meter;

you need an extra person to read it.Allow: the measurement might go off the

forcemeter; unless you know when the string

breaks it will be difficult.

Award ONE mark for recognising thatthe range on the 10 N forcemeter wastoo small: 10 was the biggest number on the

forcemeter; it took at least 10 N to break the

threads but it could have beenmore/off the scale;

you would not expect all theresults to be the same.Allow:

the threads were different; they expected some difference in

results.

5a

1/2e

5b

1/2m

5c

1/2m

1m

1m

1m

Do notgive credit for an insufficientresponse: the thread might break; they could hurt themselves.

Do notgive credit for an insufficientresponse: the results are the same; all the threads turn out to be 10 N.


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Test A question 5: Threads (continued)

Award TWO marks for all fourstatements correctly classified:

If you are unable to award two marks,award ONE mark for any threecorrect responses.

5d

1/2d

2m

1m


8

or

Statementsmust be

the same.must bedifferent.

make nodifference.

The kinds of threadsthey use...

[given]

The colours of thethreads...

The persons doing thepulling...

If the strengths of thethreads are the same,the forces required tobreak each one...

If the strengths of thethreads are different,the forces required tobreak each one...


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Test A question 6: Toffee


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Award ONE mark for a response thatindicates sugar dissolves: the sugar dissolves; it forms a solution.

Award ONE mark for a responsedescribing the evaporation of thewater: the water evaporates; it changes into water vapour.

Allow: it boils.

Award ONE mark for:

temperature

Award ONE mark for:

Award ONE mark for a responsestating that the mixture has cooled: the tray cooled the mixture down; the temperature of the mixture

has dropped; it cooled down.

Allow:

it has frozen.

6a

3/2a3/3b

6b

3/2b

6c

3/2c

6d

3/1b

6e

3/2b

1m

1m

1m

1m

1m

Do notgive credit for a response thatincludes incorrect science implying thesugar evaporates with the water: the mixture will evaporate/change

to water vapour.

Do notgive credit for an insufficientresponse describing what happens tothe whole mixture not just the water:

it bubbles; it goes golden brown.

Do notgive credit for an insufficientresponse: it goes hard because water

evaporates; it dries up [enough water does not

evaporate when it is poured intothe tray];

the mixture solidifies/goes hard/sets.

Do notgive credit for an insufficientresponse referring to a procedure: they put it in a tray; the tray has been in a freezer (given).

Do notgive credit for an insufficientresponse: it mixes with water.

Wood is a poorconductor of heat.


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Test A question 7: Growing up

Award ONE mark for correctlyordering all six pictures:

Award TWO marks for correctlynaming two of the following: nutrition; movement; reproduction.

Allow: move [if movement is not already

given].

Give credit for a correct responsethat goes beyond the key stage 2programme of study:

respiration; excretion; sensitivity.

If you are unable to award two marks,award ONE mark for naming one lifeprocess.

Award ONE mark for: 110 cm.

Allow:a response within the range 107113 cm.

Award ONE mark for:

7a

2/2f

7b

2/1a,b

7c

1/2j

7d

1/2i

1m

2m

or

1m

1m

1m

Do notgive credit for an insufficientresponse that describes a life process: having babies; moving away from hot things; getting rid of body waste.

Do notgive credit for an insufficient

response: growth [given]; breathing; feeding/eating.


10

5 3 1

6 2 4

05 years


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Test A question 7: Growing up (continued)

Award ONE mark for a graph linewhich levels off to become horizontal

(points do not need to be marked onthe graph at 25 and 30 years):

Allow:a response which does not decreasebelow 175cm.

7e

1/2i2/2f

1m Do not give credit for an insufficientresponse where the graph line

intentionally increases or decreasesafter becoming horizontalorforms apeak without becoming horizontal:


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Test A question 8: Drinks and teeth

Award ONE mark for any factor in anexperiment or survey that is a relevant

independent variable (IV) in aninvestigation about drinks and teeth,eg: type of drink; amount of drink; frequency of drinking; amount of sugar in drinks; temperature of drinks.

Allow: drink(s); the liquid.

Award ONE mark for any acceptabledependent variable (DV) identified, eg: discoloration; dissolving of marble chips; mass of marble chips.

Allow: marble chips; how much teeth rot.

Award ONE mark for a responsewhich indicates a way of measuringthe DV given or implied in 8bi, eg:

time taken to dissolve; amount of marble chip dissolved; amount of damage to marble chips.

Allow: use a stop watch; use a newton meter/balance; count how many of each colour; order according to colour change; use a machine/chart to measure

colour.Allow:

specification of units, eg: seconds; grams; cc.

Award ONE mark for any acceptablecontrol that is not already used as anIV, eg: amount of drink; quantity of marble chips; the time marble chips left in drink; put the drinks in the same place; kind of teeth/marble.

Allow:

how healthy teeth are; type of drink.

8a

1/2d

8b i

1/2d

8b ii

1/2f

8c

1/2d

1m

1m

1m

1m

The draft box can be consultedfor clarification of any ambiguity in

the marked response, or when noanswer is given in the expected placebut the correct answer is given in thedrafting box.

A dependent variable (DV) without anindependent variable (IV) can gaincredit.

If there is an IV the DV must agreewith it.

Do notgive credit for a measurementstrategy if a DV is not given.

A response in 8bi which describesmeasurement of the DV can gaincredit.

Only give credit for a control variablewhich is relevant to the stated IV/DV

Do notgive credit for an insufficientresponse: marble chips.


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Test A question 9: Tractor

Award ONE mark for an indicationthat there are forces of attraction

between the magnets OR that themagnets have opposite poles facingeach other: they are attracted (to each other); because opposite poles attract; the tractor magnet pulls on the

trailer magnet; because the North pole of the

trailers magnet is facing the Southpole of the tractors magnet.Allow:

the magnets stick/stay together;

they are opposite poles.Allow:

a response implicitly indicating thatthe magnet attracts the toy: the magnet attracts the trailer/

tractor.

Award ONE mark for anunderstanding that the magnets repeleach other OR that the magnets havelike poles facing each other: because the magnets are now

repelling each other; because two like poles push each

other away; she has put like poles together.

Allow: they are like poles; like poles do not attract; the tractor and trailer repel each

other.Allow:

a response implicitly indicating thatthe magnet repels the toy: the magnet repels the tractor; the magnet is pushing it away.

Award ONE mark for: friction.

Allow: air resistance.

Award ONE mark for: weight; gravitational attraction.

Allow: gravity.

9a

4/2a

9b

4/2a

9c i

4/2c

9c ii

4/2b

1m

1m

1m

1m

Do notgive credit for an insufficientresponse where it is unclear as to

whether Rachels pulling force or themagnetic force is being discussed: because the force is pulling it.

Do notgive credit for an insufficentresponse: the magnets touch; opposite sides on the magnets are

together.


13


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Test A question 9: Tractor (continued)

Award ONE mark for:

floorboards

9d

1/2i4/2c

1m


14


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Test B question 1: Flames

Award ONE mark for:

Award ONE mark for describing asafety precaution that is shown inthe picture: she is using tongs; the metal dish stops fire spreading; the tray and sand (do not burn); the short/small candle/nightlight is

less likely to fall over; she uses a safe flame; there is sand around the candle.

Allow: use soil in the dish [in place of

sand]; sand/(metal) dish/tongs.

Award ONE mark for correctlycompleting the table:

Award TWO marks for correctlyidentifying the only two materialsthat will burn:

If you are unable to award two marks,award ONE mark for correctlyidentifying one of the materials.

1a

3/2g

1b

2b

1c

3/2g

1d

3/2g

1m

1m

1m

2m

or

1m

Do notgive credit for an insufficientresponse indicating an alternativemethod of keeping safe that is notshown in the picture: she wears goggles; the teacher does the experiment.


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new materialsmade by burning

wood

bread

yes

yes

MaterialIs the change

reversible?Does itburn?

No

No

cardboard [given] cotton wool

newspaper


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Test B question 2: Puppet show

Award ONE mark for an awarenessthat light reflects off a shiny surface: the metal/crown reflects the light; light bounces on/off the metal/crown; it acts like a mirror.

Allow: light reflects on/off the

metal/crown; it reflects/is a reflection; the light is scattering off the metal

crown.

Award TWO marks for two arrowsshowing the correct path [lines] and

direction of light [arrowheads]. Thearrows must point from the torch tothe crown/puppet and from thecrown/puppet to Emmas eyes/head:

Allow:a response showing one continuousreflected arrow:

If you are unable to award two marks,award ONE mark for a responseshowing two lines (or one continuousreflected line) indicating the correctpath:

ORa response showing two arrowheadspointing unambiguously in the correctdirections:

Correct lines

Correct arrowheads

2a

4/3c

2b

4/3a,c,d

1m

2m

1m

Do notgive credit for an insufficientresponse: because the metal/crown is shiny; because the light is shining on it

[restatement of the stem]; the light reflects on to the crown

[implies light is reflected fromanother surface on to the crownbut not off it again].

Do notgive credit for an insufficientresponse showing only one correct

arrow:


16

or


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Test B question 2: Puppet show (continued)

Award ONE mark for an awarenessthat the puppet is made from

materials that light cannot passthrough. The response must makereference to blocked light or opacity: the (material of the) puppet is

opaque; the light cannot pass through the

puppet; the puppet stops/blocks the light; the light cannot get to the wall

behind because the puppet is inthe way;

the light is blocked.

Award ONE mark for:

2c

4/3b

2d

4/3b

1m

1m

Do notgive credit for an insufficientresponse that does not explain

shadow formation: light goes round the puppet; light travels in straight lines; light cannot get past the puppet

[it passes on either side]; the puppet is solid [a solid object

can be transparent]; the puppet is in the way of the

light [does not necessarily mean itis blocking the light];

light cannot get behind thepuppet;

light cannot get to the wall [do notsay why].


17


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Test B question 3: Flowers

Award ONE mark for: stem.

Allow: stalk.

Award ONE mark for predicting thatthe flowers would turn red: the (bunch of) flowers would turn

red/pink; it would turn red/pink.

Allow: the plant turns red; the flowers change colour; the red dye would travel up the

stem(s) to the flower(s).

Award ONE mark for:

reproduction

Award ONE mark for matching allthree flower parts to their correctfunction:

3a

2/3c

3b

1/2c

3c

2/1b

3d

2/3d

1m

1m

1m

1m

Do notgive credit for an insufficientresponse: roots; shoot.

Do notgive credit for an insufficientresponse indicating that the flowersthemselves have been dipped in dye: there would be drops of dye on

the flowers.

Do notgive credit for an insufficientresponse: half the flower(s) changed colour;

the flowers turned blue.


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19

[Blank page]


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Test B question 4: Nature walk

Award ONE mark for an indicationthat the arrows are pointing in the

opposite direction: the arrows are the wrong way

round; the arrows should be pointing

from left to right; the order of the pictures is

reversed; this food chain shows that the bird

eats the cat.

Give credit for a correct responsethat goes beyond the key stage 2

programme of study: the energy flow in the food chain

is reversed.

Award TWO marks for all three rowscorrectly ticked:

Allow:a response for the bird where bothpredator and prey boxes (with orwithout the both box) are ticked.

If you are unable to award two marks,award ONE mark for any two rowscorrectly ticked.

Award ONE mark for:

producer

4a

2/5d

4b

2/5d

4c

2/5e

1m

2m

1m

1m

Do notgive credit for an insufficientresponse: the arrows; they got the arrows wrong [does

not identify the mistake]; it is the wrong way round [does

not imply just the arrows].


20

Animal

caterpillar

bird

cat

Predator Prey Both

or


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Test B question 4: Nature walk (continued)

Award ONE mark for a question abouta feature or habitat in the table for

which the answer is yes for a spiderand no for a duck: was it in the grass? does it have eight legs? is it wingless?

Allow:a question based on a feature orbehaviour not given in the table, forwhich the answer is yes for a spiderand no for a duck: does it make a web?

Award ONE mark for all threeanimals entered correctly:

4d i

2/4a

4d ii

2/4a

1m

1m

Do notgive credit for an insufficientresponse: where did they find it?

[cannot be answered yes or no].

Do notgive credit for an insufficientresponse giving a question about arelative term such as size: does it have long legs? is it a little animal?

Do notgive credit to a question forwhich the yes answer is duck.

Do notgive credit for a responsethat includes animals other thanthose given in this question,Nature walk.


21

female

glow-

worm

mayfly duckspider[given]


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Test B question 5: Dissolving sugar


22

Award ONE mark for indicating themistake Luis has made, or conversely,

indicating how he should take thetemperature of the water: the thermometer is out of the

water; put the thermometer in the water; leave the thermometer in the water

while taking the reading.Allow:

he has taken it out; he did not leave the thermometer in.

Award ONE mark for recognition of

the independent variable, eg: the temperature of (water).

Allow: heat of water; the warmth of the water.

Award ONE mark for an awareness ofone of the factors to be controlled: volume of water;

amount/kind of water; amount of sugar; type/size of sugar grain; how he stirs; how sugar is added.

Allow: sugar; containers.

Award ONE mark for: 40C.

5a

1/2e

5b

1/2d

5c

1/2d

5d

1/2g

1m

1m

1m

1m

Do notgive credit for an insufficientresponse indicating he has removed

the thermometer too soon: he has not left it long enough.

Do notgive credit for an insufficientresponse: he should look carefully; not enough water.

Do notgive credit for an insufficient

response which does not clearlydescribe the independent variable: water.

Do notgive credit for a response thatincludes incorrect science whichredefines the independent variable: amount of water.

Do notgive credit for an insufficientresponse which is ambiguous: keep the water the same.

Do notgive credit for measurementstrategies which would improveaccuracy: keep the thermometer in water.

Do notgive credit for: 12C.


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Test B question 5: Dissolving sugar (continued)

Award ONE mark for:

Yes

andan indication of how the evidence oftemperature and time support theprediction, eg: the time to dissolve gets less as

the temperature increases; at the hottest temperature the

time is less; when the temperature was 60C

the sugar dissolved more quickly;

at 30C it takes more time to

dissolve than at 60C.Allow:

it is quickest at 60C; the three tests show that the sugar

dissolves more quickly when thewater is hotter.Allow:

if neither box is ticked, but thecreditworthy explanation indicates thatJacks prediction is supported by theevidence, the mark may be awarded.

5e i, ii

1/1b

1m Do not give credit if the no box isticked.

Do notgive credit for an insufficientresponse which restates the timevariable: it dissolves more easily.

Do notgive credit for an insufficientresponse which does not specify thetime variable: the hotter the temperature, the

smaller the numbers.

Do notgive credit for an insufficientresponse which reads off one set ofdata without any comparison: because the temperature was 60C

and it took 10 minutes to dissolve; its quick at 60C.


23


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Test B question 6:Acid rain

Award ONE mark for both correct:

The change is non-reversible. .............

The bubbles evaporate. .............

Award ONE mark for all threematerials correctly classified:

Award ONE mark for: limestone; pumice.

Allow: chalk.

6a

1/2l3/2d,f

6b

3/1e

6c

1/2j

1m

1m

1m


24

gas

liquid

solid

inside thebubble

vinegar

chalk rock

Material Solid, liquid or gas?

True

False


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Test B question 7: Circuits and sensors

Award ONE mark for:

Award ONE mark for an indicationthat this circuit has the leastcomponents in it (to the powersupply) or that it has the leastnumber of components comparedto the other circuits: all the other circuits have more

components/things; there are fewer components/things

(compared to the number of cells).Allow:

the battery/cell has to power onlyone component/bulb/thing;

the bulb does not have to sharethe electricity from the battery;

there is more electricity for eachcomponent;

there is just/only one bulb in thecircuit.

Award ONE mark for:

Award ONE mark for indicating thatthe bulbs will be brighter:The bulbs will... get brighter.

Allow:

The bulbs will... get lighter; blow.

Allow:an absolute response:The bulbs will... be bright.

Award ONE mark for all threecircuits correctly identified:

7a i

4/1b

7a ii

4/1b

7b

4/1c

7c

4/1b

7d

4/1b1/2l

1m

1m

1m

1m

1m

Do notgive credit for an ambiguousresponse: there is one bulb in the circuit

[circuit 3 also has one bulb].

Do notgive credit for an insufficientresponse:The bulbs will... light (up).


25

circuit 2

M

circuit..... circuit..... circuit.....C A B


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Test B question 8: Brine shrimps

Award ONE mark for: 3.

Award ONE mark for an indicationthat measurements of time in the lightand dark were compared: she planned to compare how long

the shrimp was in the light andthe dark;

time in light or dark.Allow:

the time they spent in each.

Award ONE mark for an indicationthat Rebecca would subtract thenumber in the light from the total: she would count how many were

in the light and take these awayfrom 10;

by taking the number of shrimpsin the light from 10;

count the number you can see inthe light and take it from the total.Allow:

compare the number in the light

and the number out of sight inthe dark;

step 4; she counted how many were in

the light and assumed the restwere in the dark.Allow:

a response which suggests awarenessof the process: by taking the number in the light

from 5.

8a

1/2f

8b

1/2f

8c

1/2b

1m

1m

1m

Do notgive credit for a responsewhich redefines the dependentvariable: how many times the shrimp went

into the light; how many were in the light.

Do notgive credit for a responsewhich uses incorrect reasoning: she took how many were in the

light from how many in the dark.

Do notgive credit for an insufficientresponse which refers to light: count how many were in the light.


26


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Test B question 8: Brine shrimps (continued)

8d

1/2c

1m Do not give credit for an insufficientresponse which fails to make the

criteria clear: it was quicker/easier/better.

Do notgive credit for an insufficientresponse that falls short of explainingwhy the plan is better: Amys

and she takes more time.

OR

Rebeccasand

she has more shrimps.

Do notgive credit for a conclusion oran explanation of how a conclusionmight be drawn from the results: Rebeccas

and if there were 6 in one and 4 in

another you would know howmany they liked best.


27

Award ONE mark for either of thefollowing correct responses:

EITHER

Amysand

a relevant criterion used to comparethe two investigations clearly statingwhy Amys is the better plan: gives the shrimp more time to move; Rebecca did not record her

measurements; gives it more time to decide

whether it likes light or dark; with 10 in a bowl it would be

harder to count them.

OR

Rebeccasand

a relevant criterion used to comparethe two investigations clearly statingwhy Rebeccas is the better plan: one shrimp might like the dark, if

you have more some might likethe dark and some might like thelight;

because in Rebeccas you donthave to look at the dish all the timejust every 10 seconds;

less chance of a mistake because ithas more brine shrimps.


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Test B question 9: The water cycle

Award ONE mark for:

water evaporating

Award ONE mark for both statementscorrectly classified:

from water producedby condensation

from water vapourin the air

Award ONE mark for anunderstanding that rain water is notsalty because only the waterevaporates and the salt does not: water evaporates but salt does not; only water evaporates; salt does not evaporate with the

water.

9a

3/2e

9b

3/2e

9c

3/2e3/3d,e

1m

1m

1m Do not give credit for an insufficientresponse: the (sea) water evaporates [does

not indicate what happens to thesalt].


28

True False


31/32


32/32

GCE A LEVEL

EARLY YEARS

NATIONALCURRICULUM516

GCSE

GNVQ

NVQ

OTHERVOCATIONALQUALIFICATIONS

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Download - 2004 Science Mark Scheme

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